initial assessment

Initial Assessment

National EMS Education National EMS Education Standard CompetenciesStandard Competencies (1 of 10)(1 of 10)


Assessment

Applies scene information and patient assessment findings (scene size-up, primary and secondary assessment, patient history, and reassessment) to guide emergency management.

National EMS EducationNational EMS EducationStandard CompetenciesStandard Competencies (2 of 10)(2 of 10)

National EMS EducationNational EMS EducationStandard CompetenciesStandard Competencies (2 of 10)(2 of 10)

Scene Size-up

• Scene safety

• Scene management– Impact of the environment on patient care

– Addressing hazards

– Violence

National EMS Education National EMS Education Standard Competencies Standard Competencies (3 of 10)(3 of 10)


Scene Size-up (cont’d)

• Scene Management (cont’d)– Need for additional or specialized resources

– Standard precautions

– Multiple patient situations



Primary Assessment

• Primary assessment for all patient situations– Level of consciousness

– ABCs

– Identifying life threats

– Assessment of vital functions

– Initial general impression



Primary Assessment (cont’d)

• Begin interventions needed to preserve life

• Integration of treatment/procedures needed to preserve life



History Taking

• Determining the chief complaint

• Mechanism of injury/nature of illness

• Associated signs and symptoms

• Investigation of the chief complaint

• Past medical history

• Pertinent negatives



Secondary Assessment

• Performing a rapid full-body scan

• Focused assessment of pain

• Assessment of vital signs

• Techniques of physical examination– Respiratory system

• Presence of breath sounds



Secondary Assessment (cont’d)

• Techniques of physical examination (cont’d)– Cardiovascular system

– Neurologic system

– Musculoskeletal system

– All anatomic regions



Monitoring Devices

• Obtaining and using information from patient monitoring devices including (but not limited to):– Pulse oximetry

– Noninvasive blood pressure



Reassessment

• How and when to reassess patients

• How and when to perform a reassessment for all patient situations

Introduction (1 of 3)Introduction (1 of 3)

• Patient assessment is very important.

• EMTs must master the patient assessment process.

• Patient assessment is used, to some degree, in every patient encounter.


• Five main parts:– Scene size-up

– Primary assessment

– History taking

– Secondary assessment

– Reassessment


• Rarely does one sign or symptom reveal the patient’s status.– Symptom: subjective condition the patient feels

and tells you about

– Sign: objective condition you can observe about the patient

Scene Size-up (1 of 2)Scene Size-up (1 of 2)

• How you prepare for a specific situation

• Begins with the dispatcher’s basic information

• Is combined with an inspection of the scene

Scene Size-up (2 of 2)Scene Size-up (2 of 2)

• Steps– Ensure scene safety.

– Determine the mechanism of injury/nature of illness.

– Take standard precautions.

– Determine the number of patients.

– Consider additional/specialized resources.

Ensure Scene Safety (1 of 6)Ensure Scene Safety (1 of 6)

• The prehospital setting is not a controlled and isolated scene.

• It is:– Unpredictable

– Dangerous

– Unforgiving


• Ensure your own safety first and your patient’s second.

• Wear a public safety vest.

• Look for possible dangers as you approach the scene.

• Typically the way you enter an area is the way you will leave.


• Consider difficult terrain.

• Consider traffic safety issues.

• Consider environmental conditions.

Source: Courtesy of James Tourtellote/U.S. Custom

s and Border Protection


• If appropriate, help protect bystanders from becoming patients.

• Forms of hazards:– Chemical and biologic

– Electricity from downed lines or lightning

– Water hazards, fires, explosions

– Potentially toxic environments


• Forms of hazards (cont’d):– Hazards found at every motor vehicle collision

scene

Source: © Keith D. Cullom


• Occasionally, you will not be able to enter a scene safely.– If the scene is unsafe, make it safe.

– If this is not possible, do not enter.

– Request law enforcement or other assistance.

– Beware of scenes with potential for violence.

Determine Mechanism of Injury/Nature of Illness (1 of 7)


• To care for trauma patients, you must understand the mechanism of injury (MOI).

• Fragile and easily injured areas include:– Brain

– Spinal cord

– Eyes



• You can use the MOI as a guide to predict the potential for a serious injury.

• Evaluate three factors:– Amount of force applied to the body

– Length of time the force was applied

– Areas of the body that are involved



• Blunt trauma– The force occurs over a broad area.

– Skin is usually not broken.

– Tissues and organs below the area of impact may be damaged.



• Penetrating trauma– The force of the injury occurs at a small point of

contact between the skin and the object.

– Open wound with high potential for infection



• Penetrating trauma (cont’d)– The severity of the injury depends on:

• The characteristics of the penetrating object

• The amount of force or energy

• The part of the body affected



• For medical patients, determine the nature of illness (NOI).

• Similarities between MOI and NOI– Both require you to search for clues.

• Talk with the patient, family, or bystanders.

• Use your senses to check for clues.



• Be aware of scenes with more than one patient with similar signs or symptoms.– Example: carbon monoxide poisoning

– Could be an unhealthy situation for the EMT as well

Importance of MOI and NOIImportance of MOI and NOI

• Considering the MOI or NOI early can be of value in preparing to care for the patient.

• You may be tempted to categorize the patient immediately as either trauma or medical.– Fundamentals of good patient assessment are

the same.

Take Standard Precautions (1 of 3)


• Wear personal protective equipment (PPE).– Should be adapted to

the prehospital task at hand



• Standard precautions have been developed for use in dealing with:– Objects

– Blood

– Body fluids

– Other potential exposure risks of communicable disease



• When you step out of the EMS vehicle, standard precautions must have been taken or initiated.– At a minimum, gloves must be in place.

– Consider glasses and a mask.

Determine Number of Patients (1 of 2)


• During scene size-up, accurately identify the total number of patients.– Critical in determining the need for additional

resources

• When there are multiple patients, use the incident command system, call for additional units, then begin triage.



• Triage is the process of sorting patients based on the severity of each patient’s condition.

Source: © Peter Willott, The St. Augustine Record/AP Photos

Consider Additional/Specialized Resources (1 of 3)


• Some situations may require:– More ambulances

– Specialized resources

Source: Courtesy of Tempe Fire Department



• Specialized resources include:– Advanced life support (ALS)

– Air medical support

– Fire departments, who may handle high-angle rescue, hazardous materials, water rescue

– Search and rescue teams



• To determine if you require additional resources, ask yourself:– How many patient’s are there?

– What is the nature of their condition?

– Who contacted EMS?

– Does the scene pose a threat to me, my patient, or others?

Primary AssessmentPrimary Assessment

• Begins when you greet your patient

• The goal is to identify and initiate treatment of immediate or potential life threats.

• The patient’s vital signs will determine the extent of your treatment.

Form a General Impression (1 of 3)


• Formed to determine the priority of care

• Based on your immediate assessment

• Make a note of the person’s:– Age, sex, and race

– Level of distress

– Overall appearance



• Position yourself lower than the patient.

• Introduce yourself.

• Address the patient by name.

• Ask about the chief complaint.



• Assess the patient’s skin color and condition.

• Determine if the patient’s condition is:– Stable

– Stable but potentially unstable

– Unstable

Assess Level of Consciousness (1 of 9)


• The level of consciousness (LOC) is considered a vital sign.– Tells a lot about a patient’s neurologic and

physiologic status



• Categories:– Conscious with an unaltered LOC

– Conscious with an altered LOC

– Unconscious



• Conscious with an altered LOC may be due to inadequate perfusion.– Perfusion is the circulation of blood within an

organ or tissue.

• Could also be caused by medications, drugs, alcohol, or poisoning



• Assessment of an unconscious patient focuses on airway, breathing, and circulation.– Sustained unconsciousness should warn you of

a critical respiratory, circulatory, or central nervous system problem.

– Package the patient and provide rapid transport.



• To assess for responsiveness, use the mnemonic AVPU:– Awake and alert

– Responsive to Verbal stimuli

– Responsive to Pain

– Unresponsive



Test responsiveness to painful stimuli

Pinch earlobe Press down on bone above eye

Pinch neck muscles



• Orientation tests mental status.

• Evaluates a person’s ability to remember:– Person

– Place

– Time

– Event



• Evaluates long-term memory, intermediate-term memory, and short-term memory

• The Glasgow Coma Scale (GCS) score can be helpful in providing additional information on mental status changes.



• Uses parameters that test a patient’s eye opening, best verbal response, and best motor response

Pupils (1 of 5)Pupils (1 of 5)

• Diameter and reactivity to light reflect the status of the brain’s:– Perfusion

– Oxygenation

– Condition


• The pupil is a circular opening in the center of the pigmented iris of the eye.– The pupils are normally round and of

approximately equal size.

– In the absence of any light, the pupils will become fully relaxed and dilated.


Constricted

Dilated Unequal


• A small number of the population exhibit unequal pupils (anisocoria).

• Causes of depressed brain function:– Injury of the brain or brain stem

– Trauma or stroke

– Brain tumor

– Inadequate oxygenation or perfusion

– Drugs or toxins


• PEARRL is a useful assessment guide:– Pupils

– Equal

– And

– Round

– Regular in size

– React to Light

Assess the Airway (1 of 4)Assess the Airway (1 of 4)

• Moving through the primary assessment, always be alert for signs of airway obstruction.

• Determine if the airway is open (patent) and adequate.


• Responsive patients– Patients who are talking or crying have an open

airway.

– Watch and listen to how patients speak.

– If you identify an airway problem, stop the assessment and obtain a patent airway.


• Unresponsive patients– Immediately assess the airway.

– Use the modified jaw-thrust technique when necessary.

– Use the head tilt–chin lift technique when necessary.

– Relaxation of the tongue muscles is a cause of airway obstruction.


• Signs of obstruction in an unconscious patient:– Obvious trauma, blood, or obstruction

– Noisy breathing (snoring, bubbling, gurgling, crowing, abnormal sounds)

– Extremely shallow or absent breathing

Assess Breathing (1 of 13)Assess Breathing (1 of 13)

• Make sure the patient’s breathing is present and adequate.

• Assess breathing by:– Watching the chest rise and fall

– Feeling for air through the mouth and nose

– Listening to breath sounds with a stethoscope over each lung


• Obtain the following information:– Respiratory rate

– Rhythm—regular or irregular

– Quality/character of breathing

– Depth of breathing


• Ask yourself these questions:– Does the patient appear to be choking?

– Is the respiratory rate too fast or too slow?

– Are the patient’s respirations shallow or deep?

– Is the patient cyanotic (blue)?


• Ask yourself these questions (cont’d):– Do I hear abnormal

sounds when listening to the lungs?

– Is the patient moving air into and out of the lungs on both sides?


• Administer supplemental oxygen if:– Respirations are too fast

(more than 20 breaths/min)

– Respirations are too shallow

– Respirations are too slow (fewer than 12 breaths/min)


• Consider providing positive-pressure ventilations with an airway adjunct when:– Respirations exceed 24 breaths/min

– Respirations are fewer than 8 breaths/min


• Respiratory rate– A normal rate in adults ranges from

12 to 20 breaths/min.

– Children breathe at even faster rates.

– Count the number of breaths in a 30-second period and multiply by two.


• Respiratory rate (cont’d)– While counting respirations, also note the

rhythm.


• Quality of breathing– Listen to breath sounds on each side of the

chest.

– Normal breathing is silent.

– You can always hear a patient’s breath sounds better from the patient’s back.


• What are you listening for?– Normal breath sounds

– Wheezing breath sounds

– Rales

– Rhonchi

– Stridor


• Depth of breathing– Amount of air the patient exchanges depends on

the rate and tidal volume

– Nasal flaring and seesaw breathing in pediatric patients indicate inadequate breathing.


• Depth of breathing– Normal breathing is

an effortless process that does not affect speech, posture, or positioning.

– Tripod position

– Sniffing positionSource: Courtesy of Health Resources and Services Administration, Maternal and Child Health Bureau, Emergency Medical Service for Children Program

Assess Circulation (1 of 16)Assess Circulation (1 of 16)

• Assess:– Pulse rate

– Pulse quality

– Pulse rhythm

• Identify external bleeding, and evaluate skin color, temperature, and moisture.


• Assess pulse– The pulse is the pressure wave that occurs as

each heartbeat causes a surge in the blood circulating through the arteries.

– Palpate (feel) the pulse.

– If you cannot palpate a pulse in an unresponsive patient, begin CPR.


• Pulse rate– Normal resting

pulse for an adult is between 60 and 100 beats/min.

– The younger the patient, the faster the pulse.


• Pulse quality– Describe a stronger than normal pulse as

“bounding.”

– A pulse that is weak and difficult to feel is described as “weak” or “thready.”


• Pulse rhythm– Determine whether it is regular or irregular.

– When the interval between each ventricular contraction is short, the pulse is rapid.

– When the interval is longer, the pulse is slower.


• The skin– A normally functioning circulatory system

perfuses the skin with oxygenated blood.

– Evaluate the patient’s skin color, temperature, moisture, and capillary refill.


• Skin color– Determined by the blood circulating through

vessels and the amount and type of pigment present in the skin

– Poor circulation will cause the skin to appear pale, white, ashen, or gray.


• Skin color (cont’d)– When blood is not

properly saturated with oxygen, it appears bluish.

– Changes in skin color may result from chronic illness.

Source: © St. Bartholomew’s Hospital, London/Photo Researchers, Inc.


• Skin temperature– Normal skin will be warm to the touch (98.6°F).

– Abnormal skin temperatures are hot, cool, cold, and clammy.


• Skin moisture– Dry skin is normal.

– Skin that is wet, moist, or excessively dry and hot suggests a problem.


• Capillary refill– Evaluated to assess the ability of the circulatory

system to restore blood to the capillary system

– Press on the patient’s fingernail.

– Remove the pressure.

– The nail bed should restore to its normal pink color.


• Capillary refill (cont’d)– Should be restored to normal within 2 seconds


• Assess and control external bleeding.– Bleeding from a large vein is characterized by a

steady flow of blood.

– Bleeding from an artery is characterized by a spurting flow of blood.


• Controlling external bleeding can be simple.– Apply direct pressure.

– If bleeding from the arms or legs, elevate the extremity.

– When direct pressure and elevation are unsuccessful, apply a tourniquet.


• Identify and treat life threats.– You must determine the life threat and quickly

address it.

– There will be a loss of meaningful communication between you and the patient.

– Loss of consciousness occurs.


• Identify and treat life threats (cont’d)– The jaw muscles become slack, leading to

airway obstruction.

– The patient stops breathing.

– The heart cannot function without oxygen.

– Brain cells become damaged.

Perform a Rapid Scan (1 of 2)Perform a Rapid Scan (1 of 2)

• Scan the body to identify injuries that must be managed or protected immediately.– Take 60 to 90 seconds to perform.

– Not a focused physical examination

Perform a Rapid Scan (2 of 2)Perform a Rapid Scan (2 of 2)

• Follow the steps in Skill Drill 8-1.

• Determine if there is spinal injury during this stage of the assessment process.

Determine Priority of Patient Care and Transport (1 of 6)


• Rapid scan assists in determining transport priority.

• High-priority patients include those with any of the following conditions:– Difficulty breathing

– Poor general impression

– Unresponsive with no gag or cough reflex



• High-priority patients (cont’d):– Severe chest pain

– Pale skin or other signs of poor perfusion

– Complicated childbirth

– Uncontrolled bleeding



• High-priority patients (cont’d):– Responsive but unable to follow commands

– Severe pain in any area of the body

– Inability to move any part of the body



• The Golden Period is the time from injury to definitive care.– Treatment of shock and traumatic injuries should

occur.

– Aim to assess, stabilize, package, and begin transport within 10 minutes (“Platinum 10”).



• Transport decisions should be made at this point, based on:– Patient’s condition

– Availability of advanced care

– Distance of transport

– Local protocols

History Taking (1 of 3)History Taking (1 of 3)

• Provides detail about the chief complaint and signs and symptoms

• Includes demographic information:– Date of the incident

– Times of assessments and interventions

– Patient’s age, sex, race, past medical history, and current health status


• Investigate the chief complaint.– Make introductions, make the patient feel

comfortable, and obtain permission to treat.

– Ask a few simple, open-ended questions.

– Refer to the patient as Mr., Ms., or Mrs., using the patient’s last name.


• If the patient is unresponsive, clues about the incident may be obtained from:– Family members present

– A person who may have witnessed the situation

– Medical alert jewelry

Obtain a SAMPLE History (1 of 5)


• Use the mnemonic SAMPLE to obtain the following information:– Signs and symptoms

– Allergies

– Medications

– Pertinent past medical history

– Last oral intake

– Events leading up to the injury/illness



• Use the OPQRST mnemonic to assess pain.– Onset

– Provocation or palliation

– Quality

– Region/radiation

– Severity

– Timing



• Document pertinent negatives.– Negative findings that warrant no care or

intervention

• Taking history on sensitive topics– Alcohol and drugs

• Signs may be confusing, hidden, or disguised.

• History may be unreliable.



• Physical abuse or violence– Report all physical abuse or domestic violence to

the appropriate authorities.

– Follow local protocols.

– Do not accuse; instead, immediately involve law enforcement.



• Sexual history– Consider all female patients of childbearing age

who report lower abdominal pain to be pregnant.

– Inquire about urinary symptoms with male patients.

– Ask all patients about the potential for sexually transmitted diseases.

Special Challenges in Obtaining Patient History (1 of

13)


13)

• Silence– Patience is extremely important.

– Use a close-ended question that requires a simple yes or no answer.

– Consider whether the silence is a clue to the patient’s chief complaint.


13)


13)

• Overly talkative– Reasons why a patient may be overly talkative:

• Excessive caffeine consumption

• Nervousness

• Ingestion of cocaine, crack, or methamphetamines


13)


13)

• Multiple symptoms– Expect multiple symptoms in the geriatric group.

– Prioritize the patient’s complaints as you would in triage.

– Start with the most serious and end with the least serious.


13)


13)

• Anxiety– Expect anxious patients to show signs of

psychological shock:

• Pallor

• Diaphoresis

• Shortness of breath

• Numbness in the hands and feet

• Dizziness or light-headedness


13)


13)

• Anger and hostility– Friends, family, or bystanders may direct their

anger and rage toward you.

– Remain calm, reassuring, and gentle.

– If the scene is not safe or secured, get it secured.


13)


13)

• Intoxication– Do not put an intoxicated patient in a position

where he or she feels threatened.

– Potential for violence and a physical confrontation is high.

– Alcohol dulls a patient’s senses.


13)


13)

• Crying– A patient who cries may be sad, in pain, or

emotionally overwhelmed.

– Remain calm and be patient, reassuring, and confident, and maintain a soft voice.


13)


13)

• Depression– Among the leading causes of disability

worldwide

– Symptoms include sadness, hopelessness, restlessness, irritability, sleeping and eating disorders, and a decreased energy level.

– Be a good listener.


13)


13)

• Confusing behavior or history– Conditions such as hypoxia, stroke, diabetes,

trauma, medications, and other drugs could alter a patient’s explanation of events.

– Geriatric patients could have dementia, delirium, or Alzheimer disease.


13)


13)

• Limited cognitive abilities– These patients are considered developmentally

handicapped.

– Keep your questions simple, and limit the use of medical terms.

– Rely on the presence of family, caregivers, and friends to supply answers.


13)


13)

• Language barriers– Find an interpreter, if possible.

– If not, determine if the patient understands who you are.

– Keep questions straightforward and brief.

– Use hand gestures.

– Be aware of the language diversity in your community.


13)


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• Hearing problems– Ask questions slowly and clearly.

– Use a stethoscope to function as a hearing aid.

– Learn simple sign language during your career.

– Use a pencil and paper.


13)


13)

• Visual impairments– Identify yourself verbally when you enter the

scene.

– Return any items that have been moved to their previous positions.

– Explain to the patient what is happening in each step of the assessment and history-taking process.

Secondary Assessment (1 of 3)Secondary Assessment (1 of 3)

• Performed at the scene, in the back of the ambulance en route to the hospital, or not at all

• Purpose is to perform a systematic physical examination of the patient

• May be a full-body scan or an assessment that focuses on a certain area of the body


• How and what to assess:– Inspection—Look at the patient for

abnormalities.

– Palpation—Touch or feel the patient for abnormalities.

– Auscultation—Listen to the sounds a body makes by using a stethoscope.


• Use the mnemonic DCAP-BTLS.– Deformities

– Contusions

– Abrasions

– Punctures/penetration

– Burns

– Tenderness

– Lacerations

– Swelling

Assess Vital Signs (1 of 6)Assess Vital Signs (1 of 6)

• Use the appropriate monitoring devices.– These devices should

never replace your comprehensive assessment of the patient.

• Pulse oximetry– A newer assessment tool

to evaluate oxygenation


• Pulse oximetry (cont’d)– Measures the oxygen saturation of hemoglobin

in the capillary beds

– Patients with difficulty breathing should receive oxygen regardless of their pulse oximetry value.


• Noninvasive blood pressure measurement– The sphygmo-

manometer (blood pressure cuff) is used to measure blood pressure.Source: © WizData, Inc./ShutterStock, Inc.


• End-tidal carbon dioxide– Carbon dioxide is the by-product of aerobic

cellular metabolism and reflects the amount of oxygen being consumed.

– Capnography is a noninvasive method.

– End-tidal CO2 is the partial pressure or maximal concentration of CO2 at the end of an exhaled breath.


• End-tidal carbon dioxide (cont’d)– The normal range is 35 to 45 mm Hg, or 5% to

6% CO2.

– Colorimetric devices provide continuous end-tidal monitoring.

– Capnometry and capnography provide a digital reading and waveform.

Full-Body ScanFull-Body Scan

• Systematic head-to-toe examination

• Goal is to identify injuries or causes missed during the primary assessment’s rapid scan.

• Follow the steps in Skill Drill 8-2 to perform a full-body scan on a patient with no spinal injuries.

Focused Assessment (1 of 16)Focused Assessment (1 of 16)

• Performed on patients who have sustained nonsignificant MOIs or on responsive medical patients

• Based on the chief complaint

• Goal is to focus your attention on the immediate problem


• Respiratory system– Expose the patient’s chest.

– Look for signs of airway obstruction.

– Inspect for symmetry.

– Listen to breath sounds.

– Measure the respiratory rate.

– Reevalute pulse rate and skin and blood pressure.


• Cardiovascular system– Look for trauma to the chest.

– Reevaluate pulse, respiratory rate, and blood pressure.

– Reevaluate the skin.

– Check and compare distal pulses.

– Consider auscultation for abnormal heart sounds.


• Blood pressure– Pressure of circulating blood against the walls of

the arteries

– A drop in blood pressure indicates:

• A loss of blood

• A loss of vascular tone

• A cardiac pumping problem


• Blood pressure (cont’d)– Decreased blood pressure is a late sign of

shock.

– High blood pressure may result in a rupture or other critical damage in the arterial system.


• A blood pressure cuff contains the following components:– A wide outer cuff

– An inflatable wide bladder

– A ball-pump with a one-way valve

– A pressure gauge


• Follow the steps in Skill Drill 8-3 to measure blood pressure by auscultation.

• The palpation (feeling) method can also be used.


• Normal blood pressure– Hypotension: Blood pressure is lower than normal.

– Hypertension: Blood pressure is higher than normal.


• Neurologic system– Should be performed with any patient who has:

• Changes in mental status

• A possible head injury

• Stupor

• Dizziness/drowsiness

• Syncope


• Neurologic system (cont’d)– Evaluate the level of consciousness and

orientation.

– Assess the patient’s thought process.

– Inspect the head for trauma.

– Check for bilateral muscle strength and weaknesses.


• Musculoskeletal system– Assess for posture and look at joints.

– Always compare the right side with the left.

– Look for trauma to the abdomen and for distention.

– Palpate the abdomen for tenderness, rigidity, and patient guarding.


• Pelvis– Inspect for symmetry and any obvious signs of

injury, bleeding, and deformity.

• Extremities– Inspect for symmetry, cuts, bruises, swelling,

obvious injuries, and bleeding.

– Palpate for deformities.

– Check pulse and motor and sensory functions.


• Posterior body– Inspect the back for tenderness, deformity,

symmetry, and open wounds.

– Palpate the spine from the neck to the pelvis for tenderness and deformity.


• Anatomic regions

• Head, neck, and cervical spine– Palpate the scalp and skull.

– Check the patient’s eyes.

– Check the color of the sclera.

– Assess the patient’s cheekbones.

– Check the patient’s ears and nose for fluid.


• Head, neck, and cervical spine (cont’d)– Check the upper (maxillae) and lower (mandible)

jaw.

– Open the patient’s mouth and look for any broken or missing teeth.

– Note any unusual odors in the mouth.


• Chest

• Abdomen– Palpate the front and back of the abdomen.

– Four quadrants:

• Left upper quadrant (LUQ)

• Left lower quadrant (LLQ)

• Right upper quadrant (RUQ)

• Right lower quadrant (RLQ)

Reassessment (1 of 4)Reassessment (1 of 4)

• Perform at regular intervals during the assessment process

• Repeat the primary assessment.

• Reassess vital signs.– Compare the baseline vital signs obtained during

the primary assessment.

– Look for trends.


• Reassess the chief complaint.– Ask and answer the following questions:

• Is the current treatment improving the patient’s condition?

• Has an already identified problem gotten better?

• Has an already identified problem gotten worse?

• What is the nature of any newly identified problems?


• Recheck interventions.– Check all interventions.

– Most important are the patient’s ABCs.

– Ensure management of bleeding.

– Ensure adequacy of other interventions, and consider the need for new interventions.


• Identify and treat changes in the patient’s condition.– Document any changes, whether positive or

negative.

• Reassess the patient.– Unstable patients: every 5 minutes

– Stable patients: every 15 minutes

Summary Summary (1 of 8)(1 of 8)Summary Summary (1 of 8)(1 of 8)

• The assessment process begins with the scene size-up, which identifies real or potential hazards. The patient should not be approached until these hazards have been dealt with.


• The primary assessment is performed on all patients. It includes forming an initial general impression of the patient, including the level of consciousness, and identifies any life-threatening conditions to the ABCs.


• A rapid scan is performed to assist in prioritizing time and mode of transport. Any life threats identified must be treated before moving to the next step of the assessment.

• ABCs are assessed to evaluate the patient’s general condition.


• History taking includes an investigation of the patient’s chief complaint or history of present illness. A SAMPLE history is generally taken during this step and may be obtained from the patient, family, friends, or bystanders.


• By asking several important questions, you will be able to determine the patient’s signs and symptoms, allergies, medications, pertinent past history, last oral intake, and events leading up to the incident.


• The secondary assessment is a systematic physical examination of the patient.

• The secondary assessment is performed on scene, in the back of the ambulance en route to the hospital, or not at all.


• The reassessment is performed on all patients. It gives you an opportunity to reevaluate the chief complaint and to reassess interventions, modifying treatment as appropriate.


• A patient in stable condition should be reassessed every 15 minutes.

• A patient in unstable condition should be reassessed every 5 minutes.

• The assessment process is systematic and dynamic. Each assessment will be slightly different, depending on the patient’s needs.

ReviewReview

1. During the scene size-up, you should routinely determine all of the following, EXCEPT:

A. the mechanism of injury or nature of illness.

B. the ratio of pediatric patients to adult patients.

C. whether or not additional resources are needed.

D. if there are any hazards that will jeopardize safety.

ReviewReview

Answer: B

Rationale: Components of the scene size-up—after taking standard precautions—include determining if the scene is safe for entry, determining the mechanism of injury or nature of illness, determining the number of patients, and determining if additional resources are needed at the scene.

ReviewReview

1. During the scene size-up, you should routinely determine all of the following, EXCEPT:

A. the mechanism of injury or nature of illness.Rationale: This is part of the scene size-up.

B. the ratio of pediatric patients to adult patients.Rationale: Correct answer

1. whether or not additional resources are needed.Rationale: This is part of the scene size-up.

A. if there are any hazards that will jeopardize safety.Rationale: This is part of the scene size-up.

ReviewReview

2. You arrive at the scene of an “injured person.” As you exit the ambulance, you see a man lying on the front porch of his house. He appears to have been shot in the head and is lying in a pool of blood. You should:

A. immediately assess the patient.

B. proceed to the patient with caution.

C. quickly assess the scene for a gun.

D. retreat to a safe place and wait for law enforcement to arrive.

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Answer: D

Rationale: Your primary responsibility as an EMT is to protect yourself. Prior to entering any scene, you must assess for potential dangers. In cases where violence has occurred, you must retreat to a safe place and wait for law enforcement personnel to arrive.

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A. immediately assess the patient.Rationale: You must wait until the scene is safe.

B. proceed to the patient with caution.Rationale: You must wait until the scene is safe.



C. quickly assess the scene for a gun.Rationale: This is the responsibility of law enforcement.

D. retreat to a safe place and wait for law enforcement to arrive.Rationale: Correct answer

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3. Findings such as inadequate breathing or an altered level of consciousness should be identified in the:

A. primary assessment.

B. full-body scan.

C. secondary assessment.

D. reassessment.

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Answer: A

Rationale: The purpose of the primary assessment is to identify and manage any life threats to the patient, such as inadequate breathing, an altered level of consciousness, or severe hemorrhage.



A. primary assessment.Rationale: Correct answer

B. full-body scan.Rationale: The full-body scan takes place during the secondary assessment.



C. secondary assessment.Rationale: The purpose of the secondary assessment is to perform a systematic physical examination of the patient after the primary assessment.

D. reassessment.Rationale: Reassessment is performed to identify and treat changes in a patient’s condition after the primary assessment.

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4. Which of the following would you NOT detect while determining your initial general impression of a patient?

A. Cyanosis

B. Gurgling respirations

C. Severe bleeding

D. Rapid heart rate

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Answer: D

Rationale: The initial general impression is what you first notice as you approach the patient, but before physical contact with the patient is made. It is what you see, hear, or smell. A rapid heart rate (tachycardia) would not be detected until you actually perform the entire primary assessment; you cannot see, hear, or smell tachycardia.



A. CyanosisRationale: You can see cyanosis while determining your initial general impression.

B. Gurgling respirationsRationale: You can hear gurgling while determining your initial general impression.



C. Severe bleedingRationale: You can see bleeding while determining your initial general impression.

D. Rapid heart rateRationale: Correct answer

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5. Your primary assessment of an elderly woman who fell reveals an altered level of consciousness and a large hematoma to her forehead. After protecting her spine and administering oxygen, you should:

A. reassess your interventions.

B. perform a rapid scan.

C. transport the patient immediately.

D. perform an exam focusing on her head.

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Answer: B

Rationale: If any life-threatening problems are discovered in the primary assessment, they should be addressed immediately. The EMT should then perform a rapid scan to look for other potentially life-threatening injuries or conditions.



A. reassess your interventions.Rationale: This is the last step of the patient assessment process.

B. perform a rapid scan.Rationale: Correct answer



C. transport the patient immediately.Rationale: This is determined after the completion of a rapid scan.

D. perform a focused exam of her head.Rationale: This is completed not only on the head but on the entire body.

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6. A semiconscious patient pushes your hand away when you pinch his earlobe. You should describe his level of consciousness as:

A. alert.

B. unresponsive.

C. responsive to painful stimuli.

D. responsive to verbal stimuli.

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Answer: C

Rationale: Semiconscious patients are not alert, nor are they unresponsive. The fact that the patient pushes your hand away when you pinch his earlobe indicates that he is responsive to painful stimuli. If he opens his eyes or responds when you speak to him, he would be described as being responsive to verbal stimuli.



A. alert.Rationale: This is when the patient’s eyes open spontaneously as you approach.

B. unresponsive.Rationale: This is when the patient does not respond to any stimulus.



C. responsive to painful stimuli.Rationale: Correct answer

D. responsive to verbal stimuli.Rationale: This is when the patient’s eyes open with verbal stimuli and he or she tries to respond.

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7. Assessment of an unconscious patient’s breathing begins by:

A. inserting an oral airway.

B. manually positioning the head.

C. assessing respiratory rate and depth.

D. clearing the mouth with suction as needed.

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Answer: B

Rationale: You cannot assess or treat an unconscious patient’s breathing until the airway is patent—that is, open and free of obstructions. Manually open the patient’s airway (eg, head tilt–chin lift, jaw-thrust), use suction as needed to clear the airway of blood or other liquids, insert an airway adjunct to assist in maintaining airway patency, and then assess the patient’s respiratory effort.



A. inserting an oral airway.Rationale: You insert an airway adjunct to assist in maintaining airway patency after the head tilt–chin lift.

B. manually positioning the head.Rationale: Correct answer



C. assessing respiratory rate and depth.Rationale: After the airway is opened and suctioned, then determine the patient’s respiratory effort by assessing the respiratory rate and depth.

D. clearing the mouth with suction as needed. Rationale: This is done after attempting to open the airway with proper positioning.

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8. Your 12-year-old patient can speak only two or three words without pausing to take a breath. He has a serious breathing problem known as:

A. nasal flaring.

B. two- to three-word dyspnea.

C. labored breathing.

D. shallow respirations.

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Answer: B

Rationale: Two- to three-word dyspnea is a severe breathing problem in which a patient can speak only two to three words at a time without pausing to take a breath.



A. nasal flaring.Rationale: Nasal flaring is the flaring out of the nostrils.

B. two- to three-word dyspnea.Rationale: Correct answer



C. labored breathing.Rationale: Labored breathing requires increased effort and is characterized by grunting and stridor.

D. shallow respirations.Rationale: Shallow respirations are characterized by little movement of the chest wall or poor chest excursion.

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9. How should you determine the pulse in an unresponsive 8-year-old patient?

A. Palpate the radial pulse at the wrist.

B. Palpate the brachial pulse inside the upper arm.

C. Palpate the radial pulse with your thumb.

D. Palpate the carotid pulse in the neck.

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Answer: D

Rationale: In unresponsive patients older than 1 year, you should palpate the carotid pulse in the neck. If you cannot palpate a pulse in an unresponsive patient, begin CPR.



A. Palpate the radial pulse at the wrist.Rationale: Only palpate here in responsive patients who are older than 1 year.

B. Palpate the brachial pulse inside the upper arm.Rationale: Only palpate here in children younger than 1 year because the radial and carotid pulses are difficult to locate.



C. Palpate the radial pulse with your thumb.Rationale: Do not palpate a pulse with your thumb. You may mistake the strong pulsing circulation in your thumb for the patient’s pulse.

D. Palpate the carotid pulse in the neck.Rationale: Correct answer

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10. When assessing your patient’s pain, he says it started in his chest but has spread to his legs. This is an example of what part of the OPQRST mnemonic?

A. Onset

B. Quality

C. Region/radiation

D. Severity

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Answer: C

Rationale: The region/radiation section of the OPQRST mnemonic assesses a patient’s pain—where it hurts and where the pain has spread. Because the patient informed you that his pain spread from his chest to his legs, this would be an example of radiation.



A. OnsetRationale: This assesses the cause of the pain and when it began.

B. QualityRationale: This assesses the patient’s description of the pain.



C. Region/radiationRationale: Correct answer

D. SeverityRationale: This assesses the severity of the patient’s pain.

CreditsCredits

• Background slide image (ambulance): Galina Barskaya/ShutterStock, Inc.

• Background slide images (non-ambulance): © Jones & Bartlett Learning. Courtesy of MIEMSS.